Force, Drag, Thrust, Lift....
Our final science lessons were about the forces that change motion. Students were able to do several activities to learn how air, water, and weight can cause some odd and unexpected motion as we began to test objects in this unit of study. For example, if we held a piece of paper near our chin it naturally wanted to hang downwards due to gravity. When we blew across the top of the paper it began to rise because we had lessened the amount of force caused by the downward pressing air by pushing it quickly over the top. Students also made whirligigs that had different sized wings and weight to test if these things created any changes in their drop. After several different tests we were ready to participate in an engineering design challenge to create a boat that would go as slow as possible. That meant students needed to use what they had learned to create as much drag as possible to change a fast boat to a slow one! We had some fantastic racers that used weight, air, and water resistance to try to hold back their boats! Our class was very thankful to Mrs. Barber as our race master to start the boats for each race! WAY TO GO THIRD GRADE!!!!
Our final science lessons were about the forces that change motion. Students were able to do several activities to learn how air, water, and weight can cause some odd and unexpected motion as we began to test objects in this unit of study. For example, if we held a piece of paper near our chin it naturally wanted to hang downwards due to gravity. When we blew across the top of the paper it began to rise because we had lessened the amount of force caused by the downward pressing air by pushing it quickly over the top. Students also made whirligigs that had different sized wings and weight to test if these things created any changes in their drop. After several different tests we were ready to participate in an engineering design challenge to create a boat that would go as slow as possible. That meant students needed to use what they had learned to create as much drag as possible to change a fast boat to a slow one! We had some fantastic racers that used weight, air, and water resistance to try to hold back their boats! Our class was very thankful to Mrs. Barber as our race master to start the boats for each race! WAY TO GO THIRD GRADE!!!!
Save the Wolf!
Third grade students in Mrs. Strycker’s class have been studying simple machines and how they help make work easier during the past few weeks. Students used what they had learned about wedges, levers, inclined planes, pulleys, screws, and wheels and axles to solve a made-up problem that could happen in the real world. The challenge was to design a wolf trap that could safely catch a wolf that has been visiting a park where children are playing and families are enjoying the outdoor activities. Student traps were required to include at least two simple machines in their design and be able to work by some action that the wolf had on the trap. Check out these talented kid created designs!
Third grade students in Mrs. Strycker’s class have been studying simple machines and how they help make work easier during the past few weeks. Students used what they had learned about wedges, levers, inclined planes, pulleys, screws, and wheels and axles to solve a made-up problem that could happen in the real world. The challenge was to design a wolf trap that could safely catch a wolf that has been visiting a park where children are playing and families are enjoying the outdoor activities. Student traps were required to include at least two simple machines in their design and be able to work by some action that the wolf had on the trap. Check out these talented kid created designs!
Building Simple
Machines
Our class has been learning about simple machines and how they help us make work easier. Students created small machines out of paper, paper clips, straws, craft sticks, brads, rubber bands, and note cards to help learn how to recognize and use a wedge, lever, inclined plane, pulley, screw, and wheel and axle. These creations were added to pockets labeled in students’ science notebooks. They also watched examples in nature and real life with short video clips before creating a foldable book full of pictures and examples of each machine. Teams of students were able to create actual replicas of these simple machines with kits and test how each device could make work easier by pulling small weights on them. We were very thankful to get Mrs. Baer, Mrs. McAndrews, and Mrs. Schaetzle as wonderful parent helpers to work with teams as they built each model! Students will use what they have learned to create a solution using simple machines to solve a real world problem involving a wolf that needs captured later in the week!
Our class has been learning about simple machines and how they help us make work easier. Students created small machines out of paper, paper clips, straws, craft sticks, brads, rubber bands, and note cards to help learn how to recognize and use a wedge, lever, inclined plane, pulley, screw, and wheel and axle. These creations were added to pockets labeled in students’ science notebooks. They also watched examples in nature and real life with short video clips before creating a foldable book full of pictures and examples of each machine. Teams of students were able to create actual replicas of these simple machines with kits and test how each device could make work easier by pulling small weights on them. We were very thankful to get Mrs. Baer, Mrs. McAndrews, and Mrs. Schaetzle as wonderful parent helpers to work with teams as they built each model! Students will use what they have learned to create a solution using simple machines to solve a real world problem involving a wolf that needs captured later in the week!
Learning About Plant Structures
Third graders in our class have been learning about plant structures such as roots, stems, leaves, and the flower. Teams of students tested out the absorption of several types of string that could be used to represent roots and various materials that could be used to design stems and flowers. Once students had formulated some thoughts about these materials, they were able to draw out their ideas in their science notebooks before constructing a bio-inspired flower of their own. These flowers helped students to see how the roots are necessary to the plant by holding it in place and pulling up water with nutrients from the ground to be carried up the stem to the rest of the plant. Students had placed their root systems in food colored water to watch what would happen. The outcomes of our flowers allowed us to understand how the root system is vital to the life of the flower!
Third graders in our class have been learning about plant structures such as roots, stems, leaves, and the flower. Teams of students tested out the absorption of several types of string that could be used to represent roots and various materials that could be used to design stems and flowers. Once students had formulated some thoughts about these materials, they were able to draw out their ideas in their science notebooks before constructing a bio-inspired flower of their own. These flowers helped students to see how the roots are necessary to the plant by holding it in place and pulling up water with nutrients from the ground to be carried up the stem to the rest of the plant. Students had placed their root systems in food colored water to watch what would happen. The outcomes of our flowers allowed us to understand how the root system is vital to the life of the flower!
Earthen Dam
Even though this has been a big week for us in third grade at Triton Elementary because we have been working extra hard to show our personal best on the ISTEP test, we still have enjoyed learning about science in the afternoons. Our recent "Big Idea" has been about how natural materials can meet the needs of plants, animals, and humans. To meet state objectives we began by learning vocabulary such as natural resources, leak, seep, permeability, and embankment, then identifying earth materials that could be useful to living things, learning about the properties these materials have, and how they can be altered to meet needs. Our class continues to use the Purdue University SLED program (Science Learning through Engineering Design) to connect science concepts through solving "real world" problems. This challenge was that students needed to figure out a way to help keep a fishing creek from running dry, but they could only use natural resources such as wood, plant material (straw/cotton), rock, sand, and soil to create their solution. Students drew designs in their science notebooks and then build prototypes in plastic boxes to see if water will remain in the creek or seep/leak out and leave behind a dried out fishing spot. Who can save our fish?
Our class was also excited that not only were we creating a great solution, we also had a distinguished guest from the community join us during construction. Officer Martin, from the Bourbon Police Department, graciously took part in interacting with students and taking some pictures for us to share during his school visit! It was great having him be a part of our learning! Thank you for coming Officer Martin!
Even though this has been a big week for us in third grade at Triton Elementary because we have been working extra hard to show our personal best on the ISTEP test, we still have enjoyed learning about science in the afternoons. Our recent "Big Idea" has been about how natural materials can meet the needs of plants, animals, and humans. To meet state objectives we began by learning vocabulary such as natural resources, leak, seep, permeability, and embankment, then identifying earth materials that could be useful to living things, learning about the properties these materials have, and how they can be altered to meet needs. Our class continues to use the Purdue University SLED program (Science Learning through Engineering Design) to connect science concepts through solving "real world" problems. This challenge was that students needed to figure out a way to help keep a fishing creek from running dry, but they could only use natural resources such as wood, plant material (straw/cotton), rock, sand, and soil to create their solution. Students drew designs in their science notebooks and then build prototypes in plastic boxes to see if water will remain in the creek or seep/leak out and leave behind a dried out fishing spot. Who can save our fish?
Our class was also excited that not only were we creating a great solution, we also had a distinguished guest from the community join us during construction. Officer Martin, from the Bourbon Police Department, graciously took part in interacting with students and taking some pictures for us to share during his school visit! It was great having him be a part of our learning! Thank you for coming Officer Martin!
What can the past tell us?
Students in our third grade classroom have been learning about fossils. You know those amazing “leftovers” from the past that can tell us so many things about what once lived in a particular area. Finding dinosaur bones can help us discover if the animals was a meat or plant eater, or if it was a strong fighter, light flyer, or even if it had potential to be a great thinker! Uncovering shells, plants, or insect remains from long ago can tell us what the environment may have been like, or even if there was much life there at all. Even the kind of fossil you discover can be interesting, since you could find an imprint, mold, or cast! Learning from our past is a lot of fun and it is even better when we make our own modern day fossils.
Students in our third grade classroom have been learning about fossils. You know those amazing “leftovers” from the past that can tell us so many things about what once lived in a particular area. Finding dinosaur bones can help us discover if the animals was a meat or plant eater, or if it was a strong fighter, light flyer, or even if it had potential to be a great thinker! Uncovering shells, plants, or insect remains from long ago can tell us what the environment may have been like, or even if there was much life there at all. Even the kind of fossil you discover can be interesting, since you could find an imprint, mold, or cast! Learning from our past is a lot of fun and it is even better when we make our own modern day fossils.
Testing Rocks and Minerals
Our class has been looking at rock and mineral samples to see if we can identify them. With each sample we are checking the luster, cleave, color, streak, and hardness. Students have tools such as a penny, nail, and Moh's Scale to test hardness, a white tile to test streak, vinegar to test reaction, and a magnifying glass to make other observations. As students test their samples they are recording their findings. Soon we will be able to put these samples in categories such as igneous, sedimentary, and metamorphic because we will understand how each of these types are alike and different.
Our class has been looking at rock and mineral samples to see if we can identify them. With each sample we are checking the luster, cleave, color, streak, and hardness. Students have tools such as a penny, nail, and Moh's Scale to test hardness, a white tile to test streak, vinegar to test reaction, and a magnifying glass to make other observations. As students test their samples they are recording their findings. Soon we will be able to put these samples in categories such as igneous, sedimentary, and metamorphic because we will understand how each of these types are alike and different.
Science Rocks!!!
Our classroom is beginning a new unit of study in science about earth materials. Students will be learning about minerals, rocks, fossils, and renewable and nonrenewable resources during their studies. As an introduction to minerals and rocks, we are reading about how these materials are sorted by hardness, luster, and cleaving. Students took some time out to grow their own crystals in order to view these classifications. Their next phase will be to look at naturally occurring minerals and rocks and discover how scientists classify these real earthen materials and how they can be used to help us in our daily lives.
Our classroom is beginning a new unit of study in science about earth materials. Students will be learning about minerals, rocks, fossils, and renewable and nonrenewable resources during their studies. As an introduction to minerals and rocks, we are reading about how these materials are sorted by hardness, luster, and cleaving. Students took some time out to grow their own crystals in order to view these classifications. Their next phase will be to look at naturally occurring minerals and rocks and discover how scientists classify these real earthen materials and how they can be used to help us in our daily lives.
HEAT THINGS UP!
It may be cold outside, but it certainly is not cold in third grade. Students continue learning about energy by working with light and heat. Students tested out how different materials react with light and heat by testing bottles of cold water that were wrapped in different materials. In this test we wanted to see what types of materials could insulate cold things the best, shinny foil, air filled bubble wrap, newspaper, or fluffy soft cotton. Our tests showed that the newspaper kept things cold the longest, but the others did help. Students then designed shipping boxes by combining materials that they thought would keep ice cream cold in drawings that they sketched their science notebooks before developing their prototypes. Students needed to keep track of the cost of their materials since the shipping boxes would be successful if they kept their ice cream cold and were cost effective to produce. After the boxes were complete a cup of frozen ice was used for ice cream. The "ice cream" was weighed before being placed inside of these shipping boxes and then left for approximately 24 hours before we opened them and weighed the contents again. We had some fantastic results, but most of our creations ended up with empty ice cream cups and cold wet boxes. A few of our kids had some cold ice cream still left inside! BRRRR....
It may be cold outside, but it certainly is not cold in third grade. Students continue learning about energy by working with light and heat. Students tested out how different materials react with light and heat by testing bottles of cold water that were wrapped in different materials. In this test we wanted to see what types of materials could insulate cold things the best, shinny foil, air filled bubble wrap, newspaper, or fluffy soft cotton. Our tests showed that the newspaper kept things cold the longest, but the others did help. Students then designed shipping boxes by combining materials that they thought would keep ice cream cold in drawings that they sketched their science notebooks before developing their prototypes. Students needed to keep track of the cost of their materials since the shipping boxes would be successful if they kept their ice cream cold and were cost effective to produce. After the boxes were complete a cup of frozen ice was used for ice cream. The "ice cream" was weighed before being placed inside of these shipping boxes and then left for approximately 24 hours before we opened them and weighed the contents again. We had some fantastic results, but most of our creations ended up with empty ice cream cups and cold wet boxes. A few of our kids had some cold ice cream still left inside! BRRRR....
Sound Absorbing Walls
Students in third grade moved on into their second unit of sound where they have tested various types of materials such as cloth, cardboard, plastic, newspaper, and paper to determine how those materials affect the volume of sound. They used specially constructed boxes with sound generators to test and record data about the various materials that could be used to build with. After testing, students applied their understanding of these materials to solve a real world problem on how to design walls for classrooms that would make noise from the hallways less bothersome in the classroom. Students tested the decibel levels in a model classroom with their prototypes and then reflected on their results. Everyone created amazing sound absorbing walls, but they realized how the materials were organized and used produced very different results than they had expected.
Students in third grade moved on into their second unit of sound where they have tested various types of materials such as cloth, cardboard, plastic, newspaper, and paper to determine how those materials affect the volume of sound. They used specially constructed boxes with sound generators to test and record data about the various materials that could be used to build with. After testing, students applied their understanding of these materials to solve a real world problem on how to design walls for classrooms that would make noise from the hallways less bothersome in the classroom. Students tested the decibel levels in a model classroom with their prototypes and then reflected on their results. Everyone created amazing sound absorbing walls, but they realized how the materials were organized and used produced very different results than they had expected.
SLED Unit 1 Sound:
Our class has been learning about sound. We have worked on how sound is made with vibrations, pitch, and volume. As a unit wrap up to these concepts students are solving a real world problem; a band performing in Indianapolis needs our help and they need us to create an instrument that can produce at least three different sounds. Many students are becoming much more careful and detailed about drawing a plan complete with labels and sizes, but there was a twist to our science notebooks this time. Students were required to stay within a budget, so they needed to carefully plan what supplies they would need and how much these items would cost in producing a prototype. WE ARE SOUNDING GOOD!
Our class has been learning about sound. We have worked on how sound is made with vibrations, pitch, and volume. As a unit wrap up to these concepts students are solving a real world problem; a band performing in Indianapolis needs our help and they need us to create an instrument that can produce at least three different sounds. Many students are becoming much more careful and detailed about drawing a plan complete with labels and sizes, but there was a twist to our science notebooks this time. Students were required to stay within a budget, so they needed to carefully plan what supplies they would need and how much these items would cost in producing a prototype. WE ARE SOUNDING GOOD!
SLED (Science Learning through Engineering Design) Lifeguard Chairs
Students have been working to learn the scientific process and how it is alike and different compared to the engineering process. Our class worked on solving a real world problem about a local pool needing lifeguard chairs for safety before they can open. For this challenge students needed to look at the client, end user, and constraints before coming up with a design to meet all of the criteria necessary to solve the problem. After identifying all of the necessary components, they drew designs in their science notebooks, compared their designs with a partner, and then created a "together" design in their notebooks with the best ideas each partner had. Students them moved on to building prototypes to match their designs, and then tested their success by placing lifeguards (small stuffed animals) on the chairs to see if they were sturdy as well as tall enough. Some of our prototypes worked out well while others did not; just the way it works in real life. The final step for this activity was for students to discuss why some lifeguard chairs worked while others did not and to add these reflections to their science notebooks. Everyone did a great job on this first challenge and we have many more to work on as we learn new state standards and apply our learning to a new engineering challenge!
Students have been working to learn the scientific process and how it is alike and different compared to the engineering process. Our class worked on solving a real world problem about a local pool needing lifeguard chairs for safety before they can open. For this challenge students needed to look at the client, end user, and constraints before coming up with a design to meet all of the criteria necessary to solve the problem. After identifying all of the necessary components, they drew designs in their science notebooks, compared their designs with a partner, and then created a "together" design in their notebooks with the best ideas each partner had. Students them moved on to building prototypes to match their designs, and then tested their success by placing lifeguards (small stuffed animals) on the chairs to see if they were sturdy as well as tall enough. Some of our prototypes worked out well while others did not; just the way it works in real life. The final step for this activity was for students to discuss why some lifeguard chairs worked while others did not and to add these reflections to their science notebooks. Everyone did a great job on this first challenge and we have many more to work on as we learn new state standards and apply our learning to a new engineering challenge!